ERIC ED465137: Infusing Multicultural Counseling Competencies into Counselor Training Curriculum.

22 Pages·2002·0.26 MB·English

by  ERIC

DOCUMENT RESUME
CG 031 768
ED 465 137
Hays, Danica G.
AUTHOR
Infusing Multicultural Counseling Competencies into
TITLE
Counselor Training Curriculum.
PUB DATE 2002-00-00
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Career Development; *Competence; *Counselor Training;
DESCRIPTORS
*Cultural Pluralism; *Curriculum Development; Evaluation;
Helping Relationship; Higher Education
Council for Accred of Counsel and Relat Educ Prog;
IDENTIFIERS
*Multicultural Counseling; Professional Identity
ABSTRACT
Multicultural counseling competencies have become an
increasingly important component of counselor training. This article presents
rationale for infusing multicultural competencies into select CACREP course
areas, which are assessment, helping relationships, professional identity,
and career development. Concrete activities that encompass proposed counselor
training program goals, instructional strategies, and guidelines and
objectives recommended in past research are presented for these curricular
areas. This article also examines future directions for multicultural
competency research. (Contains 41 references.)
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Infusing Competencies
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Running head: INFUSING MULTICULTURAL COUNSELING COMPETENCIES
Infusing Multicultural Counseling
Competencies into Counselor Training Curriculum
Danica G Hays
Georgia State University
Please address all questions and comments regarding this manuscript to:
Danica G Hays
2925 Brookfield Circle
Cumming, GA 30040
[email protected]
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Infusing Competencies
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Abstract
Multicultural counseling competencies have become an increasingly important component of
counselor training. This article presents rationale for infusing multicultural competencies into
select CACREP course areas, which are assessment, helping relationships, professional identity,
and career development. Concrete activities that encompass proposed counselor training
program goals, instructional strategies, and guidelines and objectives recommended in past
research are presented for these curricular areas. This article also examines future directions for
multicultural competency research.
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Infusing Multicultural Counseling
Competencies into Counselor Training Curriculum
Researchers and educators have attempted to increase counselors' awareness and
knowledge of multicultural issues in the larger community as well as in the helping relationship
(Toporek & Reza, 2001). The United States population is becoming increasingly diverse, leading
to an increased focus in counselor education, research and practice on multicultural issues and
multicultural competency training. Traditional counseling approaches are not adequate for
working with clients of different cultural backgrounds because they tend to focus on the value
system of the dominant culture. Additionally, the counseling session is typically a meeting of
two different and often opposing worldviews, and there are ethical implications for addressing
and fully understanding these worldviews for a more effective and therapeutic relationship
(Arredondo, 1999; Sue, Arredondo, & McDavis, 1992).
Sue, Arredondo, and McDavis (1992) proposed multicultural competency standards and
objectives to introduce counselors to the three dimensions of multicultural competency to better
serve minority clients. The three dimensions are counselor beliefs and attitudes regarding other
cultures, knowledge of various forms of oppressions and its impact on the counseling
relationship, and skills in three domains. These domains involve (a) counselor self-awareness,
which is described as the building block for further multicultural development; (b) knowledge of
other cultural norms and value systems, and understanding of the client's worldview; and (c)
skill in providing culturally appropriate assessments and interventions (Arredondo, 1999).
Copeland (1982) proposed four models for counselor training programs that introduce
ways to integrate multicultural competencies into training programs. The integration model is the
most ideal of all four models because it holds the entire counselor training program accountable
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for multicultural training and consistently exposes the students to multicultural issues in different
counseling domains (LaFromboise & Foster, 1992; Ridley, Mendoza, & Kanitz, 1994). Hartung
(1996) states that most counselor training programs are moving toward the integration model due
to increased focus on multicultural issues in research and practice.
Given the general movement towards an infusion approach, it is imperative to explore
ways to integrate the proposed multicultural competencies throughout traditional counseling
curriculum so that counselor trainees do not disservice future clients. The purpose of this paper
is to present strategies and innovative activities to infuse multicultural counseling competencies
into select CACREP (Council for the Accreditation of Counseling and Related Educational
Programs) coursework.
Counselor Training Program Goals and Instructional Strategies
Researchers (Garcia, Wright, & Corey, 1991; Sue, Carter, Casa, Fouad, Ivey, Jensen,
LaFromboise, Manese, Ponterotto, & Vasquez-Nutall, 1998) have proposed training goals aimed
at infusing multicultural competencies in various areas of the counselor training program.
Proposed goals address concerns related to curriculum design, program and faculty evaluation,
diversity promotion, and multicultural competence levels of counselor trainees and trainers.
Goals should be outlined in each course and systematically evaluated (Constantine, Ladany,
Inman, & Ponterotto, 1996; Ponterotto, Alexander, & Greiger, 1995; Swanson, 1993).
There are also several instructional strategies presented in the multicultural literature that
are useful for the infusion approach (Garcia et al., 1991; LaFromboise & Foster, 1994;
Ponterotto & Benesch, 1988; Ridley et al., 1994; Sue, Ivey, & Pedersen, 1996). They can be
combined to cater to various learning styles of counselor trainees. They include (a) didactic
methods; (b) experiential exercises; (c) supervised practicum/intemship, where diverse clientele
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and the multicultural training of supervisors are emphasized; (d) reading assignments; (e) writing
assignments; (1) participatory learning, such as role-playing; (g) modeling/observational
learning; (h) technology-assisted training, including distance learning; (i) introspection; and (j)
research on multicultural training issues.
Infusion of Multicultural Counseling Competencies in Select Core Curriculum
Researchers (Arredondo, Toporek, Brown, Jones, Locke, Sanchez, & Stadler, 1996; Betz,
1993; Betz & Fitzgerald, 1995; Das, 1995; DeLucia-Waack, 1996; LaFromboise & Foster, 1992;
Osipow & Littlejohn, 1995; Pedersen, 1997; Savickas & Walsh, 1996; Sue et al., 1996; Suzuki,
Ponterotto, & Meller, 2001; Triandis, 1993) have suggested some general guidelines and
objectives for infusing multicultural counseling competencies into various CACREP
(www.counseling org/CACREP/2001standards) courses. The CACREP coursework areas that
are addressed in this article include (a) Assessment/Appraisal; (b) Theories/Helping
Relationships; (c) Ethics/Professional Identity; and (d) Career Development. The focus is on
assessing how these guidelines can be applied concretely in each course area. The list of
activities provided in this paper is not exhaustive and only addresses a few of the training goals.
The presented activities can be translated across course areas and can be expanded to address
other training goals and strategies. The goal is to begin infusing multicultural competency in a
concrete manner in counselor education curriculum so that counselor trainees are better equipped
to work with a diverse clientele.
Assessment/Appraisal
A primary guideline concerning this course area is that the limitations of traditional
approaches to assessment should be discussed in counselor training to avoid test misuse. These
limitations include a lack of attention to cultural variables, lack of knowledge of test
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construction, an emphasis on universal standards of testing, and how the language of a test may
distort test results for the minority client (Arredondo et al., 1996; DeLucia-Waack, 1996;
LaFramboise & Foster, 1992).
Another guideline involves discussing the multicultural implications of test
administration and interpretation. This includes being able to appropriately score and interpret a
test, understanding the difficulties in translating a test, assessing how dominant values affect
administration and interpretation, and having a knowledge of culture-specific symptoms to
prevent misinterpretation and misdiagnosis (Arredondo et al., 1996; Triandis, 1993). Counselor
trainers should also emphasize a broader model of assessment, and should be aware of key
variables in the assessment process. These variables include acculturation level, native language,
ethnic identity, gender/sexual orientation issues, perceptions of the testing process, and
sociopolitical variables (DeLucia-Waack, 1996).
Recognizing biases in the DSM IV (APA, 1994) is an important objective in multicultural
competency training. Trainees should be instructed to correctly use the manual with minority
clients and consider multicultural implications while consulting with other counselors when
formulating a diagnosis (DeLucia-Waack, 1996).
Some suggested activities in multicultural research include case scenarios (Sevig &
Etzkorn, 2001), the use of test scores (Byington, Fischer, Walker, & Freedman, 1997), an
interpretation skills activity (Sabnani, Ponterotto, & Borodovsky, 1991), and didactic methods
(Sabnani et al., 1991).
Case scenarios.
Give a case scenario of the presenting problem of a client and include a brief description
of the client's background. Have the trainee explore the client's ethnic group's beliefs and
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values. What assessment tool(s) would be appropriate? What are the benefits and limitations of
each tool? What are the multicultural implications of each tool? What is the normative group for
each instrument? What are some considerations for administration and interpretation? (This
activity uses reading and writing assignment strategies, and is useful in assisting counselor
trainees to acquire knowledge about culturally appropriate assessment tools.)
Use of test scores.
Give scores for various tests. Provide information regarding the client's background.
What are some recommendations for future steps? What is a possible diagnosis based upon the
test scores? What influenced the diagnosis? (This activity can be useful for exploring biases in
the DSM IV; it can be used to address the skills dimension of the multicultural counseling
competencies.)
Interpretation skills activity.
This is a role-play activity that involves the use of a trainee as the multicultural client,
and another trainee as the counselor. Scores are given for a particular inventory, and test
interpretation is simulated in a class setting. The instructor can help the trainees explore what
cultural variables should be considered during the interpretation process. The rest of the class
could be used for suggestions and constructive feedback. (This activity utilizes the participatory
and modeling/observational learning instructional strategies; it is a good outlet for students to
practice culturally appropriate skills in a safe environment.)
Didactic methods.
Give a different assessment tool to each dyad in this course. Have them discuss the
normative group that the tool is based on, what the assessment tool measures, and any
multicultural limitations it may have. Allow the trainees to discuss their findings with the class.
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This allows the class to be exposed to many instruments. (This activity uses the didactic method
and allows trainees to gain knowledge about culturally appropriate interventions.)
Theories/Helping Relationships
It is important to advise trainees to view each theory from a broad perspective, and to
consider the role of culture and worldview of each theory. It is also necessary to address the
shortcomings of traditional counseling theories. Because traditional theories are based on the
core values of Euro-Americans, those that utilize these theories are consequently imposing the
dominant culture's values onto the client, which may conflict with the client's values. Each
theory is created from a particular worldview; these worldviews determine how one thinks and
behaves. Worldviews may clash in a session, leading to communication difficulties (Arredondo
et al., 1996; Das, 1995; DeLucia-Waack, 1996; Sue et al., 1996).
Another objective related to this course area is to identify the cultural values and
assumptions of a particular theory versus those of different cultural groups (Arredondo et al.,
1996; Das, 1995; Sue et al., 1996). It is important to consider how traditional theories can be
problematic for certain clients, and what therapies may be more helpful overall for certain
cultural groups. It is invaluable to educate trainees on the origin of various counseling techniques
and strategies, and the implications for a particular group. Counselor educators can help trainees
modify techniques or interventions to meet the needs of various clients. They can also introduce
the students to non-traditional interventions and strategies such as the use of artwork and poetry
and stories when counseling Native Americans, or the use of journaling when working with
Asian American clients. Trainees should be instructed when verbal and nonverbal helping
responses are appropriate with minority clients. Educators can also assist trainees in gathering
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information regarding community helping resources for clients who may have different views
regarding counseling and mental health in general.
Some suggested activities for infusing multicultural counseling competencies for this
course area include developing a personal counseling theory (Ridley et al., 1994), presenting on
a special population (Ancis & Sanchez-Hucles, 2000), using portfolios (Coleman, 1996),
bringing in guest speakers to the classroom (Sabnani et al., 1991), and researching the cultural
background of a theorist.
Develop a personal theory.
Organize a coherent, consistent personal theory that reflects the trainee's perspective.
This is can be a cultural autobiography that explains the trainee's basic assumptions about mental
health and counseling. A trainee can examine what his or her social and historical influences are
in creating a theoretical orientation. It can be useful to have the trainees compare their
assumptions to those found in other theories. This is an invaluable exercise in helping the student
formulate their theoretical orientation. (This activity can be presented as a writing assignment
that helps the counselor trainee develop self-awareness as well as knowledge concerning existing
theories.)
Special population presentation.
Report on the norms; values, shared history, and the common barriers to counseling use
within a particular cultural group. Discuss how differences in acculturation level as well as
within-group diversity may affect the acceptance of counseling as a venue for these clients. List
appropriate counseling theories and techniques, and suggest ways other theories or interventions
could be altered to be useful for a particular population. (This activity is a didactic method that
addresses the knowledge and skill dimensions of the competencies).
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